Chapter9

//**10 Traits of Highly Effective Teachers**//

**Chapter 9** **Energizing and empowering experienced teachers** On page 160, McEwan states, "Figuring out how best to empower and energize experienced teachers is one of the more challenging assignments you have." As a former principal, I read this chapter and felt that this was likely the most powerful statement in the entire chapter. From your own experiences, as well as the listing provided in this chapter, what are some practical and relevant activities that you believe are vital to energizing and empowering experienced teachers?

Dani Carter- This chapter made me really excited to become a principal and lead professional developments. Currently while sitting in PD times I am questioning how I would make it better for everyone and if it is something that I am capable of. After reading this and seeing that some of the items on the list they provided are actually thoughts I had reassured me. The first item on the list //Learning Circles// is something I could see benefiting experiences teachers. Often times teachers don't stray from what they already know without a little "pushing" so I think providing a group of teachers with topics or books to be discussed would re-energize some. The next big item that I think would empower experienced teachers is //praise.// No teacher will ever get mad at a principal for praising them too much. Praise is one of the easiest ways to reach someone but yet it is one of the last thoughts to go through a leader's head. Reminding experienced teachers that they are good at what they do and that you appreciate them will make for some intrinsic motivation to occur. //Feedback to Principal// is one of my favorite items that they listed because I wish more of it happened. Within my district there is a lot of talk outside of school about how the principal handled something but no one has the courage to go to her and tell them what they are really feeling. Instead of having to jump that last hurdle, as a principal I want to just provide them with feedback forms to complete a couple times throughout the year so I can have a better understanding of what thoughts are in my teacher's brains. The last idea that I thought was awesome was going in and teaching with an experienced teacher when rolling out a new curriculum or just because. I think it shows true compassion for the students when the principal is out in the classroom with the teachers and is getting right into the nitty gritty of curriculum. Sometimes a principal becomes out of reality with what happens in the classroom and this would be a great way to bring them back to what happens in the room.

J. Schutte: I am going to approach this chapter at the angle of what is currently being done in my district versus what I would like to implement if I were to become the administrator in the building. First of all we have learning circles that meet weekly. We are currently doing a book study over Daily 5 / Cafe strategies. We have a district leadership team that I am a part of. We meet bi-monthly to discuss issues in the district and to plan for upcoming professional development. We have peer coaching within the elementary building. We have teacher-leaders that observe and coach teachers toward our district goals in the areas of daily 5 reading, rule of 3 (vocabulary development), and CGI (cognitively guided math instruction). We have developed PLCs and have a daily collaboration time from 3 - 4 P.M. built into our schedule. We have had training on team teaching techniques and our administration has tweeked schedules to allow for a teacher to team teach with us at least 30 - 50 minutes a day.

Activities that I would implement if I were the administrator of the building include: praising, arranging time for teacher to plan, sparing teachers unnecessary paperwork, show data to my staff to verify that we are succeeding, and providing them the ability to give me feedback as a principal. All teachers deserve to be recognized for the hard-work they do everyday. Praise gives us an opportunity to feel appreciated. Our teachers have daily collaboration time, but they do not have time built in to plan their lessons or give their students feedback. Unnecessary paperwork is something that I think should be questioned. Why is this necessary? Are we doing this paperwork because it is mandated or just because we have always done it that way? I would spend time analyzing data and sharing it with my staff. Teachers get so busy that standardized assessments are often not analyzed effectively. Feedback must be given to the staff. Finally, I would like to allow my staff to give honest feedback to me. I liked the idea mentioned in the book that the district leadership team would compile the data and present it back to the principal. The teachers would then feel safe to be completely honest if their names were left out of it. School is about constant improvement. How can I improve as a principal if I don't know what others find to be my weaknesses?

Daters: I completely agree that empowering and energizing experienced teachers is going to be a difficult part of my job as a principal but I also feel that the book laid out many good ways to attack that task. Praise was the one that stuck with me the most. Everyone likes to hear that they are doing well and like my mentor and I discussed in my interview with her earlier this semester, if you don't praise someone they will not be open to change or new ideas. I also think that the teacher evaluation process can help aid this as well. Using the evaluation as a way to make positives and change struggles into areas to learn on could also be very effective. The last one that I absolutely LOVED was the feedback to the principal. No one likes negative feedback but EVERYONE has areas to improve upon. I think veteran teachers will feel that the principal is honest and positive if they are allowed to share with them the ares the principal could improve on. Open, honest conversations about everyone needing to make improvements will be stepping stone for experienced teachers I feel. //Sherri Peterson- This is a very important part of a building leader's job. I have witnessed how experienced teachers can become disillusioned with the initiatives that the district moves forward with. Often, teachers feel that they are powerless and do not have adequate training or preparation for new curriculum or assessment. Keeping the momentum going is a struggle for teachers.// //I really liked the ideas described on page 162. The principal found many ways to energize teachers. Some of the ideas are exactly the kind of thing we would do for students. Some of the ideas are exactly what we wanted to be done for us when we were teaching in the classroom. I have found in my new role as building administrator that the things that really take time are not necessarily the things that I thought I would be spending time on. Personnel issues such as family emergencies, chronic illness, family obligations, and disagreements with each other are not what I expected that I would be spending so much of my time on. I have found that unless I handle these matters first, teachers are not free to be the best that they can be. Teachers need to feel that the building leader is truly on their side in every way. Sharing personal stories and being empathetic is essential is the development of the adult-adult relationships in the building. Modeling this for teachers is as important as modeling it for students when I was in the classroom.// //I have also found that another thing that makes a school and staff more cohesive is the ideas outlined on pg 163. Finding funding for teachers to have the materials they need is an important way for a leader to say, "You are important. Our school deserves to have the things that it needs. Our students are important. I will find a way to get what we need." I have also looked for extra money in the form of grants or mini-grants for our school. Sometimes just $1000.00 can go a long way towards making the library or the playground a better place for teachers and students. Our school has not had a library for 6 years. This winter I was able to find shelving in storage and donated my own large collection of books as well as many I have purchased at the public library book sale so that our teachers have books to use in their classrooms and do not have to order them from the Public Library or buy them with their own money. This has improved morale tremendously.// //When I was in grad school a few years ago, I read an article about three successful principals in urban, at-risk schools. One of the first things they all did when taking over leadership at the school was to improve the way the school looked. Expectations were increased for the custodial staff, broken and unused furniture and equipment were removed, and rooms were painted. I took this to heart when I started at Elk Run and made it one of my first orders of business to "clean up our act." Most of our elementary schools are new now so we have been able to find used tables, chairs, desks, and shelves. When schools with early childhood classrooms are moved into new quarters we get the old materials and have a lottery so that everyone gets something new for their classrooms. Elk Run looks so much more like a school where the staff and students can be proud to say they work there. I have had to bake a lot of cookies for the carpenters, plumbers, and electricians but we are no longer last on everyone's list of priorities. Teachers want to take care of the environment when the building leader shows the way. Teachers feel valued when they no longer get slivers from the furniture in their classrooms and the desk chair has wheels.//

Laughlin: I couldn't agree more with this statement. Climate and Culture are key aspects of making a positive learning environment for both teachers and students. I am currently looking at next year and PD efforts that are possibly going to be in place. I would like to take more of an empowering approach during our weekly in-service times for teachers to have structure under a large umbrella goal/mission to guide their way, but allow that freedom to obtain their PD in ways that would benefit them and their specific students. I like the reflective practices it talks about either through journaling, coaching and conversations, and videotaping with viewing and feedback. At my last district we had collaborative groups that we were all focused on specific strategies within a framework called SIOP, but our groups took the lead in whichever format to accomplish the work that needed to be done. We videotaped each other and then viewed them during our in-service times and gave critical feedback to that particular person on what was viewed from the lesson. This was valuable work as a peer coach/observer, but also for teaching and reflecting upon teaching strategies that were truly implemented while we were teaching. I think another big area is that of praise, like many others have stated above, teachers like to hear what they are doing well. Too often we only hear the negatives about our scores, or problems that parents/community members are sharing about our schools, or what we need to do differently. We need to maintain that balance of what we are doing well and what does need to be tweaked. The last two pieces that I strongly believe any good leader should do is "walk the talk" and be evaluated by one's teachers. A strong leader talks the talks, but shows teachers and staff members that the talk is the walk as well. Administrators need to not only say things, but their actions need to show it as well. I try not to ask teachers to do things that I personally can not do myself. I show them I am human as well and how things need to be flexible in our profession, as well as in our personal lives. Things come up and I understand that, give a little and get a lot in return!! I believe that "being real" is critical in life. I don't ask anyone anything that I would not ask myself and expect an honest answer from. I think obtaining input from teachers on what their perspectives are of my leadership is a great idea. This would allow me to personally reflect and improve, like we are always asking of teachers and students.

I think that one of the most important ways that we can tap into the power of experienced staff members is by bringing them into the conversation. I love the idea of Leadership teams with a mix of staff on board to make changes. This doesn't slam the principal with disgruntled elder staff, but requires that they enter the conversation with other staff members. Furthermore, it is important that opportunities are created that require the teacher to present information on various subjects. It can be led and developed by staff members so that there is a sense of responsibility. The longer experienced staff members are allowed to isolate themselves - the more difficult it will be to bring them back into conversations. In some circumstances, the isolation is an effect of both the teacher and the principal. The teacher wants to do things there way, and the principal doesn't want the headache. Therefore, the problem persists, and even grows stronger. Instead, we must invite that teacher into conversations, tap into their expertise, and make them be the leaders of others. (Einsweiler)

Souhrada: The first thing that comes to mind when I think about this chapter is the fact that at AEA 267 we are allotted 4-5 days of professional development a year and currently an additional 5 days of professional development if we choose, through quality educator money. To me, attending this amount of professional development is empowering and energizing. In addition, we get to choose, for the most part, what we want to learn more about. (Three years ago the AEA did ask that we take three specific professional development topics as part of our PD time, over a three year period) We can choose to go to professional development offerings at AEA 267, attend a conference, or workshops. I think as an administrator I could talk about professional development with the staff I supervise in such a way, through their professional development plans, that would (hopefully) energize and empower them too. Other strategies from the chapter that seem natural to implement are study groups, book clubs, peer coaching or consultation, and learning circles.

Katie Kimber: Each year we have an opening day ceremony, frankly, some years these are completely boring and do not get me energized for the beginning of the new school year. I remember a couple years where I left feeling like I could conquer anything and it was time to start right that minute. The years I felt this way, the ceremony had messages from students, energizing live music, teacher recognition and positive messages from community members. Other years, when I felt it was boring, the message has been about what we weren’t doing so well and the districts strategic focus. I know we need to hear these things, but this isn’t something that gets you “pumped up”! As a leader I think it would be more effective to present the districts message to small groups. I believe these big ceremonies are ways we can get teachers energized. Leaders can sustain this momentum by choosing professional learning that is differentiated throughout the year.

I feel another key motivator in these ceremonies is teacher recognition. We have the typical recognitions, for gold star teachers and teachers who have obtained advanced degrees and teachers, but what about all of the other teachers who are working hard to help our students achieve. I think we need to have more recognition for the teachers and do it in a big (but also in small ways) way at these ceremonies. In chapter 9 Blase and Kirby discovered, “that teachers viewed praise as a positive and effective influence strategy and that it increased their sense of belonging and motivation, and left them feeling encouraged.”

I also believe that building content alike learning circles can be an effective way to help teachers feel encouraged and empowered to support each other. We have had small tastes of this throughout my years of teaching, but I have often felt isolated because my teaching position is unique. I know others in these types of positions have felt the same way. As a principal I think it would be important to help form learning circles so that each member can provide a meaningful contribution to the group.

Bagnall: Absolutely motivation is a crucial skill. Authors have made millions of dollars writing books on how to motivate, but I have found the key to motivational success is to be positive yourself. It is easy to shut down on a principal that walks around the building with a frown on their face, not acknowledging students or staff. If you greet each teacher you meet with a smile and a good morning daily, you will accomplish good things. I smile when I read all the posts that say "praise" is a key. I have never been around a profession that feels less appreciated than teachers. I see it in all the interviews I've done. We aren't Finland, we don't have the respect for the position in the United States, our teachers need praise and affirmation.

The biggest takeaway fro this chapter for me was the three questions from p. 166. It's okay to ask staff what we could be doing better and what they would like to see. Empowerment doesn't mean you give up power, it means you give others the feeling that they do have some control over their own destiny. Leadership teams also contribute to this. I like meetings where you start with positives and work into areas that need improvement. I like PLCs where teachers can develop a sense of team unity and support for one another. Reflective practice in groups can also be a motivator. As a principal if I share experiences of success and failure and can laugh at my failures and share what I learned from it, you can instill a environment of risk taking. I find risk taking exhilarating and motivating but some people are so scared to fail they don't try new things. This attitude can only be modeled by the principal. The bottom line, when motivating, your staff will mirror what you model.

Maier: This chapter had a lot of great ideas for empowering teachers. One that has been a huge value and was mentioned in the last chapter is to have Grade Level Team Building. I feel that most of our grade level groups are close and take time to collaborate, but in the last two years when our principal has purposefully carved out time for us to do so it has taken the relationships and collaboration to a whole new level. This is something I’d love to implement as an administrator as I have seen the direct benefits from it. This is great for new and veteran teachers. Another one I find incredibly powerful is Walking Your Talk. If you don’t actually follow up on what you say, your staff won’t respect you and they will lose energy and motivation. It goes back to one of my most important goals as an administrator, getting to know my staff! You have to know everyone in order to appropriately motivate them, just like with our students. Feedback to the Principal is another one that is interesting to me. I like that the principal didn’t read it, instead a committee reviewed it and then one person presented the feedback from staff. I have done this with my parents in the past and it is a very eye opening experience. It’s a great opportunity to grow and it allows the staff to a way to safely express their opinions. Allowing staff to, basically, evaluate you puts you on the same level as when you evaluate them. It makes you vulnerable and more human, instead of just the boss.

Leisa Breitfelder: The following activities I feel are vital to energizing and empowering experienced teachers:


 * Walking Your Talk: specifically praising teachers privately, accepting teacher ideas, being an advocate for your teachers, knowing where they want to be professionally in their career and helping develop/support this goal.
 * Become a champion fundraiser: I hadn’t thought of this but I really see the power in it. I work at multiple schools and the ability of one of the principals to obtain money for his teachers is outstanding. If he truly believes in the need the teachers are asking for he will tell them he will find a way to get them the money. How powerful!
 * Praise: So important in my mind!!
 * Leadership Teams: By forming a leadership team I feel it lets teachers know I am listening and making decisions as a team and not individually. However, being on a leadership team I feel there are some decisions that a principal should just be making without our input. I will be careful as a principal to know what my decision to make is and what should go to a leadership team.
 * Model Good Teaching: It is one thing to tell a teacher what to do and another to actually show them. Being supportive and helping with modeling new strategies is great. It also shows you are not afraid to take risks and when you mess up, you are human!
 * Reflective Practice: I have really tried to be more reflective in my practice to be a better consultant. I think it is important to reflect on how things went and what to do next time. Having a structure like this for teachers could really help move your school forward and keep your staff feeling like they are constantly changing for the better.

C. Jacobs: I like the bullet points that Leisa B. chose. I think when it comes to experienced teachers, PRAISE and continued encouragement often get overlooked. Just because teachers know how to do things, doesn't mean they don't need a refresher course, or empowerment to continue to be good leaders. We can all get stuck in a rut and not show enough motivation when the building climate isn't conducive to our needs. Our setting is very similar to students in the classroom. We all have different needs and different backgrounds. We mustn't forget to reach out to all of our learners and workers...From my own experience, I think one way to energize new teachers is to survey their wants and desires in terms of WHAT THEY WANT FOR PD. The worst thing you can do is put teachers through PD that just isn't a good fit for their needs or desires. Perhaps research is necessary to show "why" something is needed in the district for them. Change is very hard for many. But, if experienced teachers are included and approached in an appropriate way, I think you will empower them to continue to improve and to desire to learn new things. I know one thing that my current mentor is constantly trying to do better is to reflect on his working relationships with staff and how he might better meet their needs. He explains that you have to be "ready to accept" that you won't please everyone, but it is better to have the awareness and TRY TO IMPROVE FOR THE BETTER, rather than to not know what needs to be done, and individuals drawing their own conclusions and complain behind his back. Wow! Pretty important talks...

Zabel- In my opinion, the most important thing a principal can do for their teachers is allow them to work freely inside the CORE curriculum. They are the experts on their given content, and know what will work and what will not work with their students. I think it is important to mentor these strategies and process in order for them to be highly effective. By allowing teachers some autonomy, I feel better lessons are the results. This is especially true if you caombine this with many mini observations throughout the year to ensure students are still making growth and learning. I am a big fan of thinking outside the box and bringing instruction alive for students. However, this is not fesible in all subject areas and should be explored in a collaborative setting with the teachers. I am excited about the possibility of creating empowered teachers who will change the life of their students for the better.

A couple of things we do well in our district is peer coaching and curriculum development. For peer coaching, our principal has us include something in our lesson that we had been recently working on in professional development, such as quadrant 'd' learning or something as simple as a reading strategy. Our peers observe each other and turn in our observation sheet, lesson plan, and student analysis sheet. This works well for everyone as they get to see what's going on in other classrooms. It's exciting to experience this because the staff feels more like a team. The goal (which is often personalized for the teacher) is accomplished and teachers get to see more of a balcony view of the district. We have also done much with curriculum development. Teachers have collaborated on lesson planning and curriculum alignment. We have spend time locating deficiencies or gaps in our curriculum and have developed lessons that address those areas. Our principal has put the teachers in the driver's seat with this. We share a document with him and he gives feedback. Chapter 9 has a great list of items I would include in our district if possible. One of them, I think would add that academic/scholarly aspect to our staff and that is the inclusion of study groups. Study groups are a great way for teachers to focus on a topic and get really good at it, which can be really energizing. It would give a sense of accomplishment, keep staff sharp (if they aren't in school or doing something outside of teaching), and it could create dialogue between teachers and administrators, board members, or community members. Lastly, I think video analysis would be very beneficial. What better way to not intrude in your peers' classrooms than to watch someone else together. This is another way to create dialogue with other teachers and get on the same page. A lot of learning can take place with this and can identify together what weak spots and areas of strength exist in the person teaching and from reflecting on your own practices. (Moran)

In my experience, conversations with my mentor and readings we have completed in the program this has come up. I think it is easy to focus on the "problems" and what is not going well and work dillegently to fix things. It is much harder to make sure to celebrate and focus on the positives as well, that being said I have learned how important this is. This can be done by taking the time to observe, provide feedback and celebrate the things teachers are doing well. I also think it is important to empower effective teachers by involving them in leadership roles and having them mentor other teachers. As an instructional coach I have realized how taking time to recognize and observe highly effective teachers is beneficial for many reasons. As a leader it makes you feel good about the work taking place and it also gives you ideas you can share with other teachers. This is another way to empower and energize an experienced staff member, asking them to share something they have been doing that you are aware of or have observed. (Pugh)